Teaching Reading to ESL Adult Literacy Learners

320 Pages·2015·3.06 MB·English

Teaching Reading to ESL Adult Literacy Learners:
The Development of an Instructor’s Handbook

Jennifer R. Weiler, BA, Teaching the Adult Learner Cert., TESL Ontario Language and
Methodology Instructor Accreditation

Department of Graduate and Undergraduate
Studies in Education

Submitted in partial fulfillment
of the requirements for the degree of
Master of Education

Faculty of Education, Brock University
St. Catharines, Ontario

 Jennifer R. Weiler 2015
Abstract
The purpose of this project was to develop an instructors’ handbook that provides the
declarative, procedural, and conditional knowledge associated with the interactive
instructional approach, differentiated instruction, and the gradual release of responsibility
framework for teaching reading to English as a second language adult literacy learners.
The need for this handbook was determined by conducting a critical analysis of existing
handbooks and concluding that no handbook completely addressed the 3 types of
knowledge for the 3 instructional processes. A literature review was conducted to
examine the nature, use, and effectiveness of the 3 instructional processes when teaching
reading to ESL adult literacy learners. The literature review also examined teachers’
preferences for reading research and found that texts that were relevant, practical, and
accessible were favoured. Hence, these 3 elements were incorporated as part of the
handbook design. Three peer reviewers completed a 35-item 5-point Likert scale
evaluation form that also included 5 open-ended questions. Their feedback about the
handbook’s relevancy, practicality, accessibility, and face validity were incorporated into
the final version of the handbook presented here. Reference to the handbook by ESL
adult literacy instructors has the potential to support evidence-informed lesson planning
which can support the ESL adult literacy learners in achieving their goals and
contributing to their societies in multiple and meaningful ways.
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Acknowledgements
The conception of this major research project and handbook would not have been
possible without the invaluable insight and guidance from Dr. Vera Woloshyn. I am very
grateful for her patience in guiding me to develop a vision, to keep things simple, and to
feel confident to continue when I met with challenges along the way. I would also like to
thank Dr. Diane Collier for her academic review and insights about the development of
this project and handbook.
I would like to thank the three colleagues who dedicated some of their summer to
reviewing this handbook for its relevance, practicality, accessibility, and validity. Their
insights were invaluable and indeed have led to an improved handbook.
In addition, I would like to thank Matt and Sarah for their love, support, and
constant encouragement. They provided a balance in my life and required me to play,
swim, read books, do crafts, go on vacations, and be present in my life.
Finally, my extended family has been an amazing support for my family and me
while I focused on this academic pursuit. A very special thank you goes out to Al,
Rosemary, Pat, and Diane. Their kindness, generosity, and encouragement have made the
difference in my accomplishing this degree.
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Table of Contents
Page
Abstract ................................................................................................................. ii
Acknowledgements ............................................................................................... iii
List of Tables ........................................................................................................ vi
CHAPTER ONE: INTRODUCTION TO THE PROJECT .................................. 1
Background of Canadian Adult ESL Literacy Programs and Documents .. 2
Needs of ESL Adult Literacy Learners ....................................................... 6
Statement of the Problem and Rationale ..................................................... 10
Purpose of the Study .................................................................................... 13
Scope and Limitations of the Project ........................................................... 13
Outline of Remainder of the Document ...................................................... 15
CHAPTER TWO: REVIEW OF RELATED LITERATURE .............................. 18
Interactive Instructional Approach .............................................................. 18
Differentiated Instruction ............................................................................ 22
The Gradual Release of Responsibility Framework .................................... 26
Instructors’ Engagement With Reading Research ....................................... 49
Conclusion ................................................................................................... 51
CHAPTER THREE: METHODOLOGY AND RESEARCH DESIGN .............. 53
Developing the Handbook ........................................................................... 53
Analysis of the Canadian Language Benchmarks: ESL for Adult Literacy
Learners .................................................................................................. 55
Literature Review ........................................................................................ 64
Review of Existing Handbooks ................................................................... 65
Need for the Handbook ............................................................................... 74
Considerations for Handbook Design ......................................................... 75
Recruitment Procedures and Reviewers ...................................................... 76
Data Collection ............................................................................................ 77
Analysis of the Data .................................................................................... 79
Methodological Limitations ........................................................................ 79
CHAPTER FOUR: THE HANDBOOK ............................................................... 83
CHAPTER FIVE: SUMMARY, DISCUSSION, IMPLICATIONS, AND
RECOMMENDATIONS ................................................................................. 273
Summary of the Project ............................................................................... 274
Discussion of the Evaluation and Revision of the Handbook ..................... 277
Implications for Theory ............................................................................... 285
Implications and Recommendations for Practice ........................................ 288
Recommendations for Research .................................................................. 290
Final Word ................................................................................................... 292
iv
References ............................................................................................................. 294
Appendix A: Evaluation Form .............................................................................. 311
Appendix B: Use of Images .................................................................................. 314

v
List of Tables
Table Page
1. The Interactive Instructional Approach: Recommendations Related to the
Declarative, Procedural, and Conditional Knowledge in the Canadian
Language Benchmarks: ESL for Adult Literacy Learners (CCLB, 2014) ..... 58
2. Differentiated Instruction: Recommendations Related to the Declarative,
Procedural, and Conditional Knowledge in the Canadian Language
Benchmarks: ESL for Adult Literacy Learners (CCLB, 2014) ...................... 60
3. The Gradual Release of Responsibility: Recommendations Related to the
Declarative, Procedural, and Conditional Knowledge in the Canadian
Language Benchmarks: ESL for Adult Literacy Learners (CCLB, 2014) ..... 61
4. Representation of the Three Instructional Processes in the Context of
Teaching Reading in Existing Handbooks ...................................................... 68
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1
CHAPTER ONE: INTRODUCTION TO THE PROJECT
The purpose of this major research project was to develop an instructor’s
handbook that provides declarative, procedural, and conditional knowledge (e.g., Paris,
Lipson, & Wixson, 1983) about the use of the interactive instructional process,
differentiated instruction, and the gradual release of responsibility framework when
teaching reading to English as a subsequent language (ESL) adult literacy learners. After
examining the Canadian Language Benchmarks: ESL for Adult Literacy Learners
(Centre for Canadian Language Benchmarks [CCLB], 2014) for recommended
instructional practices, conducting a literature review on these instructional practices, and
critically analyzing existing handbooks, I determined that there is a need for a handbook
that provides the what, how, and why of using the interactive instructional approach
(Knowles, Holten, & Swanson, 2012; Vinogradov, 2010), differentiating instruction
(Tomlinson, 2014), and the gradual release of responsibility framework (Fisher & Frey,
2014; Pearson & Gallagher, 1983; Wood, Bruner, & Ross, 1976).
In this chapter, I contextualize the project by providing background information
on ESL instruction in Canada including a description of the Language Instruction to
Newcomers to Canada (LINC) program and the Canadian Language Benchmarks (CLB).
I operationally define literacy and ESL adult literacy learners and touch upon some of the
unique learning needs of adult ESL literacy learners. I provide a rationale for this project
by indicating that ESL adult literacy instructors require training and support when
teaching ESL literacy learners and in implementing the recommendations outlined in the
Canadian Language Benchmarks: ESL for Adult Literacy Learners (CCLB, 2014), and
that this support may be found in informal professional development opportunities such
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as reading. After establishing the purpose for this project, I discuss its scope and
limitations. I conclude this chapter with an outline of the remainder of this document.
Background of Canadian Adult ESL Literacy Programs and Documents
Canada is a multicultural and diverse society. From 2004-2013, Canada accepted
an average of 253,216 permanent residents per year (i.e., individuals with permanent
resident status are citizens of other countries who have immigrated to Canada with the
intention of staying). In 2013, 258,953 individuals came to Canada from over 171
different countries (Government of Canada, 2014a). Many of these individuals came
without English or French language proficiency. In 2013, 52.1% of individuals from the
family class (i.e., spouses, partners, dependent children, parents, grandparents, adopted
children, or other eligible relatives who were sponsored by a permanent resident or
Canadian Citizen 18 years or older; Government of Canada, 2014d) and 46.3% of
refugees did not speak English or French (Government of Canada, 2014b). In 2013,
103,494 permanent residents settled in Ontario and 37.2% did not speak English or
French (Government of Canada, 2014c). In addition, while many individuals come to
Canada with completed academic backgrounds, others come from circumstances that
have interrupted formal education and thus have incomplete schooling experiences
(Government of Canada, 2009). For example, in 2008 close to 60,000 permanent
residents across Canada had fewer than 10 years of formal education in their first
language (Government of Canada, 2009).
In response to the needs of immigrants and refugees, the federal government
funds language programs across the country such as Language Instruction to Newcomers
to Canada (LINC) in Ontario. The Canada Employment and Immigration Commission
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created LINC in 1992 with the mandate to “provide basic language instruction to adult
newcomers in both official languages and to facilitate the settlement and integration of
immigrants and refugees into Canadian society” (Hajer, Robinson, & Witol, 2002, p. 6).
The Government of Canada (2014e) documented some benefits of LINC including that it
is a free program for eligible clients (i.e., being 18 years of age or older and being a
permanent resident or a protected person), and some LINC sites offer childminding and
transportation assistance. In addition, language classes are taught by qualified,
experienced teachers, with instruction being available on-line or face-to-face. Courses are
available for full-time or part-time studies during days, evenings, and/or weekends. These
program structures and supports benefit many clients, some of whom may face barriers to
participation such as health problems, limited living allowance, gender and cultural
barriers, and limited literacy and language skills (Citizenship and Immigration Canada
[CIC], 2004). In addition, learners are provided with settlement information including
real-life task activities related to themes such as housing, banking, citizenship, and
employment.
The LINC Curriculum Guidelines (Hajer et al., 2002) was designed based on the
needs of first language literate learners, and The Revised LINC Literacy Component 1997
of the LINC Curriculum Guidelines (Hutt & Young, 1997) was designed for ESL adult
literacy learners. ESL adult literacy learners are individuals who have had fewer than 10
years of formal education in their first language, and often this education has been
interrupted due to war, illness, poverty, or family responsibilities (CCLB, 2014). These
two curricula recommend communicative, task-based instruction using authentic
materials and real-life contexts whenever possible. LINC programs typically are
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organized by themes and topics that are selected according to the needs and interests of
the learners. The LINC curricula use the Canadian Language Benchmarks (i.e., CCLB,
2014; CIC, 2012a) to define the language levels for placement and progression of
learners within programs.
As there are two LINC curricula, there are two Canadian Language Benchmark
(CLB) documents. Each has recently been revised. First, the Canadian Language
Benchmarks: English as a Second Language for Adults (CIC, 2012a) is the national
standard in Canada used to describe, measure, and recognize language ability for first-
language literate ESL adults. This standard consists of a 12-level descriptive scale
covering communicative competence in listening, speaking, reading, and writing. Each
skill is broken down into four competency areas including interacting with others,
comprehending/giving instructions, getting things done, and comprehending/sharing
information. These competency areas are further broken down into competency
statements (what learners can do at each benchmark level), indicators of ability
(observable indicators of achievement), features of communication (characteristics of the
tasks/texts at each benchmark level), and sample tasks in community, work, and study
settings (CIC, 2012a). The Canadian Language Benchmarks: English as a Second
Language for Adults (CIC, 2012a) can be used for many purposes including placing
learners, progressing learners, planning instruction, and developing curriculum and
resources.
The Canadian Language Benchmarks: ESL for Adult Literacy Learners (CCLB,
2014) was revised to be used by ESL adult literacy instructors in conjunction with the
Canadian Language Benchmarks: English as a Second Language for Adults (CIC,